Bias Busting Across the Center: A Model to Interrupt Bias and - PowerPoint PPT Presentation

Bias Busting Across the Center: A Model to Interrupt Bias and Promote Inclusion Modeled on Google’s BiasBusting@Work and Carnegie Mellon’s Bias Busters @ CMU

Learning Outcomes • Understand the role that biases play, positively & negatively • Reduce the impact of bias in our community • Practice being an ally using role plays and scenarios Our hope is that you leave here having a better sense of your own biases and understand why we have to work as a community to recognize bias in ourselves and others.

“Start where you are. Use what you have. Do what you can.” - Arthur Ashe

RESPECT ( Share & Listen with Respect ) • R ecognize your communication style • E xpect to learn something from yourself & others • S peak clearly & use personal examples when making a point • P articipate honestly & openly • E ngage in the process by listening as well as speaking • C onfidentiality/Curiosity/Charity • T ake responsibility for yourself & what you say

What is said here, stays here. What is learned here, leaves here.

STEM Stereotypes

Stereotypes • What is a stereotype? • Who can be stereotyped? • Do stereotypes impact some groups more than others?

How are stereotypes and bias connected?

Cycle of Bias

Implicit Bias & Cognition System 1 & 2 Thinking When are you more likely to use System 1 thinking?

Read these three boxes to yourself Adapted from Thinking, Fast and Slow, by Daniel Kahneman

Bias affects our decisions Jennifer Doe John Doe

On your own, think of…. A well-reasoned, A bias you have & An unjustifiable, carefully justified don’t quite know indefensible bias you know you whether or not it’s problematic bias you hold. justified or not. know you hold. Ex. I like dogs Ex. Dogs are better Ex. People with cats more than cats. than cats. are weird and aloof. ← what would shift this one way or the other? →

Let’s talk about inclusion

Awareness & Inclusion • What are other examples of places or situations that are not inclusive? • What about in STEM? • What can we do to make “ Folks need to realize not everyone has the these places or situations privilege of being able to walk around these obstacles to continue on their way to work, inclusive? school or play!” – Emily Shryock, Assistant Director, UT Services for Students with Disabilities, August 2018

Video: HP Face-Tracking Computer

If you do not intentionally include, you may unintentionally exclude.

Inclusion needs Allies: Become an Ally When you are in a bias situation, dominant groups have the best opportunity to step in as allies. • We can all be allies! • Each of us needs to decide if, and how, and when, intervening might be appropriate.

Tips for interrupting bias Each of us needs to decide if, when, and how intervening might be appropriate. • Point it out • Divert the conversation and revisit privately • Ask questions • Share why it matters to you– use “I” statements • Ask the speaker to see from another point of view • Avoid humor as it can backfire When it’s riskiest to intervene may be when it’s most important!

Format for role play • Pick a role in the upcoming scenarios: o Person A o Person B o Person C: Ally who takes action to show support o Observer/Reporter: Observes the group role play and will report out what happened, what worked, and what didn’t work • Act it out • Switch roles • Try another action

Let’s try!! (Remember our rules!)

RESPECT • R ecognize your communication style • E xpect to learn something yourself and others • S peak clearly and use personal examples when making a point • P articipate honestly and openly • E ngage in the process by listening as well as speaking • C onfidentiality/Curiosity/Charity • T ake responsibility for yourself and what you say

Role Play Scenario At a tour for newcomers, Person A approaches newly hired Person B and Person C. A: Hi Enrique, how are things going? B: Hi Scott, I’m still learning to find my way around. (laughs). A: (laughs) I know what you mean. Where are you from? B: Houston A: No …. where are you really from? C (ally): (takes action to show support for B)

Stereotyping and Language Race or or Accent Ethnicity unconscious bias could be based on many Attire Name characteristics

Role Play Scenario: Example Responses At a tour for newcomers, Person A approaches newly hired Person B and Person C. A: Hi Enrique, how are things going? B: Hi Scott, I’m still learning to find my way around. (laughs). A: (laughs) I know what you mean. Where are you from? B: Houston A: No …. where are you really from? C (ally): Rephrase Question to B: What part of Houston are you from? Confirm to A: He’s definitely from Houston….born and raised! Ask A: Where are you really from? Support B: I’m from Houston too!

Role Play Scenario You are at a conference reception for registered participants which includes professionals, academics and students. You overhear the following conversation: A: Oh, nice to meet you. Where do you go to school? B: What do you mean, I’m an engineer at XYZ Company. A: Oh. You look so young; like you could be a student!? C (ally): (intervenes)

Stereotyping and Age Height unconscious bias could be based on many Gender Attire characteristics

Role Play Scenario You are in a staff or project meeting with your project team (male manager, 5 male team members and 1 female team member). A: Let’s get started. Who would like to take notes today? B: Jessica did a great job last time. Jessica, how about you do it again? A: That’s a great idea. Jessica? C (ally): (intervenes) again

Role Play Scenario At an orientation event for new students to UT Austin, Person A approaches new students Person B and Person C. A: “Hi Enrique, how are things going?” B: “Hi Scott, I’m still learning to find my way around.” (laughs). A: (laughs) “I know what you mean. Where are you from?” B: “Houston” A: “No …. where are you really from?” C (ally): (takes action to show support for B)

Role Play Scenario Three members of a student organization are discussing who should be put forward for the leadership position. They are disagreeing over two people, Jasmine and Steve, who have the same skills. A: “Jasmine is really talented, but she’s abrasive. Steve is talented too but just needs to learn to be more patient.” B: “I don’t find Jasmine abrasive. She’s confident.“ A: “She’s bossy and comes on too strong. Steve is the one that exudes confidence.” B: (scratches head and is unsure whether to argue more…) C (ally): (intervenes)

Role Play Scenario Students are gathering before a calculus class. The following is overheard: A (white student): Ugh… this class will not be good for my GPA B (white student): I know, right? All the Asians in this class are going to kill the curve! A: (continues the conversation…) C (ally): (intervenes)

You Belong Here Workshops: continue your learning • Bias Busting • Inclusive Organization • Managing Micromessaging Leadership • Inclusion Through Identities • Creating Inclusive Spaces • Countering Stereotype • Navigating the Workplace Threat

Learning Outcomes SURVEY • Understand the role that biases play, positively & negatively • Reduce the impact of bias in our community • Practice being an ally using role plays and scenarios Our hope is that you leave here having a better sense of your own biases and understand why we have to work as a community to recognize bias in ourselves and others.

Bias Busting Across Campus Building a more inclusive environment THANKS!